Prevalent Academic Cheating Practices Among Pre-Service Teachers

Abstract

This descriptive study determined the pre-service teachers’ extent of engagement in academic cheating in exams, assignments, and bibliography.  The study utilized the validated researcher-made instrument for data gathering. Mean, SD, ANOVA, and Mann Whitney U obtained the quantitative results. Findings revealed that academic cheating was prevalent among the pre-service teachers with high engagement in writing or citing correct bibliography. They claimed ideas as one’s design work, cited sources without reading the complete article, and copying someone’s ideas as a foundation for writing. Pre-service teachers cheated on exams by studying from previous tests and sharing with/copying the answers with/from peers. In terms of assignment, they worked with others on an individual project, received help on an individual assignment without the instructor’s permission, and watched the film/video version - rather than reading the assigned book. Pre-service teachers from secondary and elementary levels significantly varied in their extent of academic cheating engagement in writing or citing bibliographies, and they manifested a similar extent of engagement in academic cheating in exams and assignments. Pre-service teachers, who specialize in English, Filipino, Math, and Social Studies, significantly differed in their extent of engagement in academic cheating.  Low regard for school rules and policies, lack of self-study, increased use of electronic media, and the concept that everyone does it may have influenced these academic misconducts. Academic cheating as an unethical behavior needs to be explained among the pre-service teachers being the future model educators. Strict rules and policies need to be implemented to keep up academic integrity in the learning institution.